Assessment of English Learners and Their Peers in the Content Areas: Expanding What “Counts” as Evidence of Content Learning

Grapin, Scott E.

doi:10.1080/15434303.2022.2147072

Cited by 7 publications

(6 citation statements)

References 56 publications

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“…Instructional frameworks based on the revised standards are currently being developed and disseminated (e.g., Molle & Wilfrid, 2021), including a framework that specifically addresses MLs in science classrooms (MacDonald et al, 2020). It remains to be seen how the theoretical perspectives that informed the revision of the standards will be operationalized in standards‐based English language proficiency assessments in large‐scale and classroom contexts (Grapin, 2022b).…”

Section: Recent Developments In Science Education With Mlsmentioning

confidence: 99%

“…Grapin and colleagues (Grapin, 2022a, 2022b; Grapin & Llosa, 2022a, 2022b; Grapin et al, 2022), with support from Educational Testing Service and NSF, explored innovative approaches to science assessment in the context of a yearlong NGSS‐designed curriculum for fifth‐grade MLs and their peers. Specifically, this research addressed a persistent problem that the assessment of MLs' content learning has narrowly privileged learning expressed through linguistic modalities (e.g., written language modality) and independent performance (i.e., what students can do on their own).…”

Section: Emerging Research In Science Education With Mlsmentioning

confidence: 99%

“…In contrast, non‐ELs more frequently used canonical representations (e.g., arrows to represent energy transfer) and language (e.g., “energy source”) but fell short of demonstrating understanding of the underlying science ideas. By underscoring the limitations of science assessments that restrict their focus to written language and independent performance alone, these studies underscore the need for “more expansive ways of assessing learning that capture ELs' expansive ways of making meaning ” (Grapin, 2022b, p. 3).…”

Section: Emerging Research In Science Education With Mlsmentioning

confidence: 99%

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Science education with multilingual learners: Equity as access and equity as transformation

et al. 2023

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Research in science education with multilingual learners (MLs) has expanded rapidly. This rapid expansion can be situated within a larger dialogue about what it means to provide minoritized students with an equitable education. Whereas some conceptions of equity focus on ensuring all students have access to the knowledge, practices, and language normatively valued in K‐12 schools (equity as access), increasingly prominent conceptions focus on transforming those knowledge, practices, and language in ways that center minoritized students and their communities (equity as transformation). In this article, we argue that conceptions of equity provide a useful lens for understanding emerging research in science education with MLs and for charting a research agenda. We begin by tracing how conceptions of equity have evolved in parallel across STEM and multilingual education. Then, we provide an overview of recent developments from demographic, theoretical, and policy perspectives. In the context of these developments, we provide a conceptual synthesis of emerging research by our team of early‐career scholars in three areas: (a) learning, (b) assessment, and (c) teacher education. Within each area, we unpack the research efforts in terms of how they attend to equity as access while pushing toward equity as transformation. Finally, we propose a research agenda for science education with MLs that builds on and extends these efforts. We close by offering recommendations for making this research agenda coherent and impactful: (a) being explicit about our conceptions of equity, (b) paying attention to the interplay of structure and agency, and (c) promoting interdisciplinary collaboration.

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Section: Recent Developments In Science Education With Mlsmentioning

confidence: 99%

Section: Emerging Research In Science Education With Mlsmentioning

confidence: 99%

Section: Emerging Research In Science Education With Mlsmentioning

confidence: 99%

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Science education with multilingual learners: Equity as access and equity as transformation

et al. 2023

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“…As teachers work collaboratively to examine the models, they negotiate different interpretations of students' ideas and clarify the sense‐making goals of the task. Examining models developed by MLs specifically helps teachers recognize how MLs can communicate sophisticated science ideas in unanticipated ways that would otherwise be overlooked if a teacher looked only for the “right” answer or representation (Grapin & Llosa, 2022a, 2022b)—what we call seeing and hearing the science in MLs' ideas, regardless of how those ideas are communicated (Grapin et al, 2022; Grapin, 2023). Thus, collaborative interpretation of student work further supports teachers to develop an asset‐oriented view of MLs (see Design Principle 1).…”

Section: Conceptual Framework For Pd Programsmentioning

confidence: 99%

Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework

2023

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As the vision in A Framework for K‐12 Science Education and the Next Generation Science Standards (NGSS) takes hold in schools and classrooms, there is an urgent need for teacher professional development (PD) programs that align with NGSS‐designed curriculum materials and address the unique strengths and needs of diverse student groups, including multilingual learners (MLs). The purpose of this article is to propose our conceptual framework for PD programs that aligns with current reform efforts and is grounded in the mutually supportive nature of contemporary science and language instructional shifts. Specifically, we examine our previous NGSS‐designed curriculum development project with MLs and review the literature in science education and language education with MLs. Our conceptual framework for PD programs is grounded in the perspective of symmetry that teacher professional learning experiences should be symmetrical to the learning experiences we organize for students. Grounded in this perspective, our conceptual framework consists of three design principles that describe how PD programs can guide teachers to (a) develop an asset‐oriented view of MLs and instructional practices for recognizing and leveraging their assets, (b) integrate science and language in mutually supportive ways with MLs, and (c) develop more sophisticated instructional practices for integrating science and language with MLs over time. We describe contributions of our conceptual framework, which could generate a new research agenda and inform PD programs aimed at facilitating uptake of NGSS‐designed curriculum materials in linguistically diverse science classrooms.

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“…Every question on the exam needs to adhere to certain practical requirements in order to ensure that students are able to comprehend the material and do well on the test. The purpose of the reliability criteria is to explain how the test should behave in order for it to provide the same result regardless of whether it is used in research on one group of students at one time or on many groups of students at different times (Grapin, 2022). In conclusion, because of the criteria for the study, each individual item in the test comprised a unique combination of strengths and challenges.…”

Section: Introductionmentioning

confidence: 99%

Analyzing Difficulty Index of Ekadanta English Section Multiple Choice

Yusnida

Ayouni

2023

JL3T

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Evaluation has been an essential component of the teaching and learning process for as long as it has been a part of the teaching and learning process itself, which is something that takes place all the time at every educational institution. This is because the assessment has a tight link with educators in the process of transferring information to analyze how much students' abilities have developed over the course of the learning process and while assembling each assignment in the process of learning. This study tries to shed light on the index of difficulty index found in a set of prediction test in Ekadanta tutoring book. This study employed descriptive qualitative approach. The data source was 20 questions from Ekadanta tutoring book. The subject of this study were 11 students of English Department at Universitas Iskandarmuda, Banda Aceh, Indonesia. The data collection was carried out by instructing the students to do the test within 40 minutes. After the data obtained, they were analyzed using index of difficulty formula and categorized into its index level. The results shows that from 20 question, there are 8 questions fall under difficult index, 8 questions are categorized into moderate, and the other 4 questions are considered easy in the level of difficulty index. It is concluded that the test is good and descent from the perspective of the difficulty index. It is later suggested that future research would involve more questions and test sets as well as participants in studies alike.

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Assessment of English Learners and Their Peers in the Content Areas: Expanding What “Counts” as Evidence of Content Learning

Cited by 7 publications

References 56 publications

Science education with multilingual learners: Equity as access and equity as transformation

Science education with multilingual learners: Equity as access and equity as transformation

Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework

Analyzing Difficulty Index of Ekadanta English Section Multiple Choice

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